Critical incidents in pre-service EFL teachers’ identity construction process     

Mehmet Kılıç 《Asia Pacific Journal of Education》2020,40(2):182-196

ABSTRACT

Knowledge and human identity are socially constructed phenomena. Like other aspects of human identity, teacher identity is shaped through social influences. Some of the social influences that contribute to teacher identity development happen through critical incidents that teachers or teacher candidates experience. The current study, adopting a critical incident analysis perspective, attempts to ascertain the nature of the critical incidents that 49 pre-service teachers of EFL have experienced throughout their English learning process. It also tries to uncover the effects of these critical incidents on their English learning and teacher identity. The data for the research was collected using a Critical Incident Form developed by the researchers and focus group interviews. The findings indicated that pre-service ELT teachers’ early learning experiences included certain critical incidents. An inductive quantitative analysis of these incidents revealed that they can be categorized into three themes: people, context, and outcome. Exploring the nature of critical incidents and their role in the construction of English language teacher identity will hopefully be a benefit to teachers and teacher educators.  相似文献   

二维正方晶格Ising模型的重整化群计算     

李美玲  于德军 《鞍山师范学院学报》2003,5(6):42-45

用实空间重整化群方法计算二维正方晶格Ising模型，给出临界温度及临界指数。  相似文献   

Linking critical pedagogy practice to higher education in Malaysia: insights from English language teachers     

Joanna Joseph Jeyaraj  Tony Harland 《Asia Pacific Journal of Education》2019,39(1):1-13

This study explores whether critical pedagogy is viable for meeting the goals of the Malaysia Education Blueprint (MEB) 2015–2025. The MEB has a particular focus on societal improvement and the authors suggest that critical pedagogy should be considered as a way of teaching as it specifically aligns with the aims of government policy. However, there is uncertainty about how critical pedagogy might be enacted in the Malaysian higher education context because it is difficult to understand and practise. The authors interviewed English language critical pedagogues from various countries about their experiences and found four common themes across all cultures. These were: co-construction of knowledge between teacher and student; new levels of trust; the use of problem-posing techniques; and evaluation of teaching and the student experience. These findings provide a guide to practice and the authors conclude that for critical pedagogy to gain acceptance across Malaysia, consideration needs to be given to changing prevailing cultural norms, the strict social order, as well as the political landscape of the country.  相似文献   

Zero‐Slack,Noncritical Paths          下载免费PDF全文

Jacob V. Simons Jr. 《Decision Sciences Journal of Innovative Education》2017,15(3):254-267

The critical path method/program evaluation and review technique method of project scheduling is based on the importance of managing a project's critical path(s). Although a critical path is the longest path through a network, its location in large projects is facilitated by the computation of activity slack. However, logical fallacies in oft‐repeated statements of the relationship between slack and the critical path make it easy to overlook the phenomenon of zero‐slack, noncritical paths. This article points out the fallacies and then describes and illustrates the phenomenon. We conclude with teaching recommendations to avoid suboptimal decisions in reducing project duration.  相似文献   

螺杆泵原油输送装置汽蚀临界转速的计算方法     

陈良才  喻九阳  刘根兀  方子严 《茂名学院学报》1994,(1)

当螺杆泵装置从驳船输送原油时,泵常发生强烈的振动与噪声.本文通过泵吸入过程能量方程的分析,导出了汽蚀监界转速的计算公式,为防止汽蚀现象与确定泵的最佳运行转速提供了理论依据.  相似文献   

Unified Krylov-Bogoliubov-Mitropolskii method under a critical condition     

M Shamsul Alam 《Journal of The Franklin Institute》2004,341(6):533-542

A modified and compact form of Krylov-Bogoliubov-Mitropolskii (KBM) unified method is extended to obtain approximate solution of an nth order, n=2,3,…, ordinary differential equation with small nonlinearities when unperturbed equation has some repeated real eigenvalues. The existing unified method is used when the eigenvalues are distinct whether they are purely imaginary or complex or real. The new form is presented generalizing all the previous formulae derived individually for second-, third- and fourth-order equations to obtain undamped, damped, over-damped and critically damped solutions. Therefore, all types of oscillatory and non-oscillatory solutions are determined by suitable substitution of the eigenvalues in a general result. The formulation of the method is very simple and the determination of the solution is easy. The method is illustrated by an example of a fourth-order equation when unperturbed equation has two real and equal eigenvalues. The solution agrees with a numerical solution nicely. Moreover, this solution is useful when the differences between conjugate eigenvalues (real or complex) are small. Thus the method is a complement of the existing modified and compact form of KBM method.  相似文献   

危机状态下的信息污染及其防治   总被引：1，自引：1，他引：1  

冯桂珍  张培  吴建华 《情报科学》2004,22(10):1268-1271,1276

危机加剧了信息污染的产生和传播，这是由信息传播技术的发展、政府与媒体信息发布时机把握不当以及危机状态下的社会心理共同形成的结果，其中，公众在危机中特殊的心理状态及其对政府和传媒的不信任成为主导因素。因此，要降低信息污染的扩散及危害程度，必须从其产生和传播的机理人手，既要预防信息污染的产生，也需要对已产生的污染信息采取相关的措施及时处理。  相似文献   

大学生批判性思维倾向调查与培养建议          下载免费PDF全文

顾琴轩 《上海教育评估研究》2013,2(4):64-73

在大学倡导素质教育和创新型人才培养的当今,重视和培养大学生批判性思维对提升大 学生素质和创造力具有十分重要的意义。本文采用问卷调研法,研究当代大学生批判性思维倾向现 状。研究发现：国内大学生的总体批判性思维倾向属于中等水平,而在探求真理、系统性思维和认知 成熟度三个子维度上倾向较弱;大学生批判性思维倾向与个人性别、年级和成绩相关性较高,而与 个人所学的专业学科相关性较低;大学生批判性思维倾向与创造力呈显著正相关。最后,论文结合 研究结论提出大学生批判性思维培养建议。  相似文献   

Critical Literacy for Young Citizens: First Graders Investigate the First Thanksgiving     

Jennifer Hauver James  Michelle McVay 《Early Childhood Education Journal》2009,36(4):347-354

In this piece, we share a story about the power of historical investigation as a means of developing critical literacy in young children. Drawing on the work of VanSledright (Social Educ 68:230, 2004), we outline four aspects of historical thinking as they relate to the development of critically minded citizens. We then turn to a discussion of a first-grade lesson on the First Thanksgiving Feast, reflect on the meanings children took from this experience, and explore possible implications and extensions.  相似文献   

Assessing students’ critical thinking performance: Urging for measurements using multi-response format     

Kelly Y.L. Ku 《Thinking Skills and Creativity》2009,4(1):70-76

The current paper discusses ambiguities in critical thinking assessment. The paper first reviews the components of critical thinking. It then discusses the features and issues of commonly used critical thinking tests and to what extend they are made compatible to the conceptualization of critical thinking. The paper argues that critical thinking tests utilizing a single multiple-choice response format measures only recognition or level of knowledge, and do not adequately capture the dispositional characteristics of test-takers. Multiple-choice response format does not reveal test-takers’ underlying reasoning for choosing a particular answer, nor does it reflect test-takers’ ability to think critically under unprompted situations. Whereas measurement that allows for responses in both multiple-choice and open-ended format makes it possible to assess individuals’ spontaneous application of thinking skills on top of their ability to recognize a correct response. Assessment consists of multi-response format should be pursued for effective evaluation of students’ critical thinking performance.  相似文献